Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates: Attitudes, Motivation, and Second Language

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L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, background): “Their most important contribution to the field is the conceptualization of the notion of integrativeness, which describes to what extent students intend to integrate into, or more generally to identify with, the L2 community (Gardner, 2006, 2012; Masgoret & Gardner, 2003).”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Within LL, Gardner’s (2010) motivational intensity, which arguably is similar to Reeve’s definition of behavioral engagement (Reeve, 2012), has consistently predicted achievement and other LL outcomes (Gardner, 2010; Masgoret & Gardner, 2003).”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “The intensity of students’ effort and engagement in the learning process is a consistent predictor of language achievement (Gardner, 2010; Masgoret & Gardner, 2003) and research indicates that learners are more engaged in learning when it is personally relevant and consistent with their…”
Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English (2005, background): “For recent work on motivational research see also Noels (2001), Dörnyei (2001b, 2003b) and Masgoret and Gardner (2003).”